Research On Implementation And Application Of Automatic Feedback System For Online Reflective Writing Based On Writing Analytics

Reflective writing is an effective way to cultivate learners’ reflective ability.They can reflect on their experiences and construct new knowledge in the form of text writing,which helps them to become outstanding talents with full development.Currently,reflective writing has the problem of insufficient immediate guidance and formative feedback.Computer-supported reflective writing has the advantages of integrating instructional resources and real-time analysis with feedback,which makes it become a research hotspot and provides a possibility to solve the above problems.To solve the above problems,the automatic feedback system for online reflective writing is designed and implemented based on writing analytics technology.The online reflective writing prompts are designed from the “six stages of reflection” model,which is used to provide immediate reflective writing guidance for learners.The automatic classification model of reflective statements based on random forests is built and integrated into the system to realize the real-time analysis of learners’ reflective writing and automatically generate personalized and executable formative feedback for learners.The structure and content of feedback are designed by teachers,researchers,and learners collaboratively.The system provides learners with functions such as online reflective writing,text analysis,and writing feedback,also provides teaching staff with functions such as course customization,data analysis,and teaching resource management.Seventyone undergraduates majoring in education-related and three teachers participated in the feasibility experiment of the system.The results of the questionnaire survey and interview show that the immediate guidance and feedback provided by the system can provide help and reference for learners’ reflective writing and effectively support learners’ reflective thinking.However,it is found in the experiment that the structured reflective process is risky,the cognitive bias exists between researchers and learners,the intrinsic motivation of learners’ reflection needs to be guided more strongly,and the automatic feedback task of Chinese reflective writing has high difficulty.The teachers and learners participating in the experiment recognized that the system is feasible as a whole,which has certain educational practical value,it shows that the system has a certain support validity for the development of reflective teaching.